The purpose of the critical thinking exercise assignments is to replicate the type of discussion that would occur in a traditional classroom setting. Your initial posts will be due by Sunday of each week of the module. All original threads should be at least 250 words. This parameter helps to promote writing that is thorough, yet concise enough to permit other students to read all the postings. The thoughts and opinions expressed in your thread need to be substantiated by research and literature (from the textbook or outside sources). All references should be in correct APA style. While this is a formal discussion environment, you are allowed to use the first person perspective in all your posts since you will be expressing your personal opinions. Free Trade in Africa: TFTA and CFTAThis activity is important because, as a manager, you must be able to understand the benefits and drawbacks of regional economic integration and the implications of regional economic integration for international businesses.The goal of this exercise is to demonstrate your understanding of the regional economic integration in Africa.Read the case and answer the questions that follow.On June 10, 2015, representatives from 26 African nations signed an agreement pledging to work together to establish a free trade area that would remove or reduce many tariffs and eliminate time-consuming customs procedures between them. Known as the Tripartite Free Trade Area (TFTA), this common market would encompass more than 630 million people and link together three existing regional trading blocks in Southern and Eastern Africa with a combined gross domestic product of $1.2 trillion and more than $102 billion in trade between member states.The existing regional trading blocks are the East African Community, created in 2000; the Southern African Development Community, created in 1980; and an overlapping Common Market for Eastern and Southern Africa, which also took shape in the 1980s. The East Africa Community has made some progress fostering trade between its member countries, which include Kenya, Tanzania, and Uganda. Countries in the Southern African Development Community have a common set of external tariffs, and several member states use the South African rand, the most liquid and widely traded currency on the continent.However, the existing patchwork of African trading blocks—there are some 17 in all, with many countries being members of more than one—has made it difficult to realize the gains from trade that could flow from an expanded single market. An African firm selling goods on the continent still faces an average tariff of 8.7 percent, compared with a 2.5 percent tariff on goods sold overseas. Other costs of intra-African trade include often-lengthy stops at borders for customs inspection, excessive customs-related bureaucracy and red tape, and a lack of adequate physical infrastructure, including roads and railways. As a consequence of such factors, it can take three weeks for a shipping container to travel the 700 miles from the Kenyan port of Mombasa to Kampala, the capital of Uganda. There are also some vexing local content requirements. The South African Development Community, for example, requires that clothes traded within the region are both manufactured and sourced there to qualify for lower tariffs. However, because few textiles are produced in the region, the rules have stifled trade in garments.For all these reasons, African countries are more likely to trade with Europe and America than they are with each other. Only 19 percent of Africa’s $930 billion in trade is with other countries on the continent. By comparison, some 60 percent of Europe’s trade is within its own continent, as is 40 percent of North American trade. Other factors contributing to the lack of intra-African trade include low industrialization levels, restricted movement of labor, poor infrastructure, and a high dependence on exporting unprocessed commodities in many countries. The thinking behind the TFTA is that harmonizing rules, reducing tariffs, and streamlining or removing customs procedures will allow African firms to sell more goods and services to their neighbors, enabling them to achieve greater economies of scale and lower costs, which would benefit all parties to the agreement. On the other hand, such agreements may prove difficult to reach and, if the past is any guide, even more difficult to implement, given political realities on the ground. Some observers think that the TFTA is too ambitious an undertaking and that focusing effort on improving the three existing regional groups would yield more gains. It’s easier, they argue, to reach an agreement between five adjacent member states, as in the case of the East African Community, than 26 very different countries scattered over the entire continent. Despite the skepticism surrounding TFTA, Africa nations have even bigger ambitions. In 2016, African leaders committed themselves to establishing a Continental Free Trade Area (CFTA) that encompasses all African countries. Two years later, in March 2018, 44 of those nations signed an agreement to create a CFTA. The pact will eliminate tariffs on 90 percent of products, liberalize services, and reduce nontariff barriers. A second phase of negotiations, to begin later this year, will focus on investment, competition, and intellectual property rights. Proponents of the deal believe that it will merge Africa’s fragmented markets into one large continental market, ignite industrialization, boost economic growth, and create jobs. However, 11 African nations have yet to sign onto the deal, including Nigeria and South Africa, the two largest African economies. While both countries seem to agree with the pact in principle, they view the pact as incomplete. They point out that countries have not yet decided which goods will be excluded from the tariff reductions. Nor have they finalized key annexes to the text. For example, the chapter on “rules of origin” is incomplete, raising the possibility that goods from outside Africa could be imported, have African labels placed on them, and then be traded within the bloc as African goods. There is also strong opposition to the pact from labor unions within Nigeria, who have called the trade deal a “radioactive neoliberal policy initiative.”Sources: “Intra-African Trade: The Road Less Travelled,” The Economist, April 17, 2013; Martin Stevis and Patrick McGroarty, “African Leaders Pledge to Create a Free Trade Zone,” The Wall Street Journal, June 10, 2015; “Trade Within Africa: Tear Down These Walls,” The Economist, February 27, 2016; John Aglionby, “Africa Looks to Boost Growth and Jobs with Free Trade Area,” Financial Times, December 1, 2016; “Why Africa’s Two Biggest Economies Did Not Sign Its Landmark Trade Deal,” The Economist, March 29, 2018.Why do you think free trade areas established so far in Africa have not lived up to their expectations?What will African countries need to do to make the TFTA a success? What are the likely impediments to doing this?

Find a case study in higher education (a current issue in any higher education institution) and analyze it based on books reading First take a case based on the Cultural/Symbolic frames. 2- Describe the institution and what the problem there is. {In the beginning of your paper, present a summary of the case. The summary should be include: background, case facts, case issue, explain what is going on} (You can use … Plan to Phase Out 2 Dozen Programs Stuns Faculty at Wisconsin-Superior By Katherine Mangan NOVEMBER 01, 2017) From: the Chronicle of Higher Ed about the program suspensions at UW-Superior. or if you find another good case use it) 3- Connect it your analysis with reading books. 4- You have 4 or 3 books to connect it with the case study 5- You will be required to complete four (4) 4-5pages with APA format reflections on you will use the frame/theories from the books and apply them to some facet, dynamic, issue or problem that you are seeing in your own organization. 6- You should describe the issue observed and then offer your interpretation of what is happening and why, based upon the perspectives/frames from the readings. Your reflection is centered on: Structural/ Cultural/Symbolic frames; this is both a way for me to gauge your level of understanding, and a way for you to begin the process of active reflection and meaning-making. As higher education professionals, engaging in regular active reflection about our work, our students, and our campuses is one mechanism for professional growth and development. 7- The case which i have sent it to you, if you think it is not appropriate. You can find another case in (inside higher education) website. It is news website and you will find many cases there, but you have to show me before you write about it In the beginning of the essay you have to present a summary of the case, write background of the problem in the institution, facts and the issue (what is going on …. ) I encourage you to use additional references then Cite Also use another publication which is good but you do not citrate it by the author name. You have citation problem please put page number so i can double sure from where you find the information. For example, (Bolman, 2013, p. 54). Also i put the full citation for the references Birnbaum, R. (1988). How Colleges Work. San Francisco: Jossey-Bass.Bolman, L. & Deal, T. (2013). Reframing Organizations: Artistry, Choice and Leadership (5th Ed.). San Francisco: Jossey-Bass.Manning,K.(2013). Organizational Theory in Higher Education New York: Routledge. To more clarification 1-Analyze the issue (like case study) through Cultural frames from reading part that I will send 2-Write with APA format, connection with reading and citation are very important 3-You can use another references as you need 4-The reading part which I will send is from four references5-You can offer your opinion based on the reading or citation 6-Be attention ( grammar, writing style, logic, citation, critical thinking ….etc7-Write as essay style NO header topic, or subtitle8-Write completed 4 pages (no count references page and title page )9-Avoid plagiarism

1) Why and how is the term "Doctrine of Discovery" returning at the end of the textbook? How does “The Doctrine of Discovery” seem to manifest itself, according to Dunbar-Ortiz? Be sure to provide specific examples from the reading. 2) What does Dunbar-Ortiz mean by “Narratives of Dysfunction”? What are these narratives rooted in? How does she advocate changing these narratives? 3) What examples of "self-determination" are discussed in the video "Beyond Sovereignty"? What solutions do the panelists provide for different issues?  4) What does a “race to innocence” and a “no fault history” mean, according to Dunbar-Ortiz? 5) According to the final chapter, how can US society come to terms with its past responsibly? How might this acknowledgment be healing to all people in the US? 6) We began our course by using the "Land Mapping Resource" to learn about upon whose land our campus and our hometowns occupy, and we also learned the importance of land acknowledgement. Now we will take this land acknowledgement exercise a step further by independently researching current issues being faced and/or helpful initiatives being promoted by the people indigenous to either San Diego or to your hometown. Please share your findings and resource(s) with the class. 7) Lastly, how do this week's materials bring our course "full circle"? Then feel free to reflect on what you learned throughout the course overall. What topic(s) or material(s) resonated with you most, or what were your most important take-aways?